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Coronary Artery Disease (CAD) originates from a series of events that impair the function of coronary arteries, the blood vessels responsible for delivering oxygen-rich blood to the heart muscle. The pathophysiology of CAD is closely linked to atherosclerosis, a chronic inflammatory and lipid-driven condition affecting the vascular endothelium.1. Endothelial DamageThe process begins with damage to the vascular endothelium, which serves as a protective barrier between the blood and the vessel...
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Coronary Artery Disease (CAD): An Overview with Scientific InsightsCoronary Artery Disease (CAD), often referred to as C-A-D, is a prevalent blood vessel disorder classified under the broader category of atherosclerosis. Atherosclerosis is a pathological process characterized by the hardening and narrowing of arteries due to the accumulation of atherosclerotic plaques. These plaques are composed of cholesterol, fatty substances, inflammatory cells, calcium, and fibrin, reducing blood flow to...
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Effective preventive measures for coronary artery disease (CAD) focus on controlling modifiable risk factors, including cholesterol abnormalities and lifestyle changes.Cholesterol ManagementFirst, the Mediterranean diet and the American Heart Association advocate for maintaining low-density lipoprotein (LDL) cholesterol levels below 100 mg/dL, with a more stringent recommendation of below 70 mg/dL for individuals at high risk. LDL cholesterol, often termed "bad cholesterol," can lead to the...
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探索发展跨专业身份的途径:一个调节调解的研究研究.

Qing He1, John Ian Wilzon T Dizon1, George L Tipoe1

  • 1Bau Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong SAR, China.

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概括

卫生专业 学生 医疗专业 学生

关键词:
卫生专业 学生 医疗专业 学生专业间教育是专业间的教育.跨专业的身份认同激励的信念 激励的信念专业的自我效能 专业的自我效能

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科学领域:

  • 健康 职业 教育 教育 专业
  • 专业间的学习 专业间的学习
  • 专业身份发展 专业身份发展

背景情况:

  • 跨专业身份 (IPI) 对健康专业的学习者合作和患者护理至关重要.
  • 影响IPI发展的因素包括教育背景,实践环境,动机和信心.
  • 现有的模型缺乏对IPI形成动态的全面理解.

研究的目的:

  • 提出和测试一个IPI开发的理论模型.
  • 检查动机信念在职业自我效能与IPI之间的关系中扮演的调解角色.
  • 调查学习收益和学习满意度对跨专业教育 (IPE) 内的IPI发展的缓和效应.

主要方法:

  • 在3周的IPE模拟课程中,对473名健康专业学生进行了纵向研究.
  • 通过调查问卷收集的数据评估了专业的自我效能,动机信念,IPI,学习收益和满意度.
  • 使用PROCESS宏来测试拟议的模型进行引导调节的调解分析.

主要成果:

  • 专业的自我有效性显著预测了IPI.
  • 激励信念调解了专业自我效能和IPI之间的关系.
  • 调解被感知到的学习收益和对IPE计划的满意度显著调节.

结论:

  • 提高专业的自我效能和动机信念是开发IPI在健康专业的学生的关键.
  • 促进参与和满意度的支持性跨专业学习环境对于建立弹性IPI至关重要.
  • 开发IPI最终可以改善协作实践和患者护理质量.